As teachers we can model appropriate math terminology and encourage our students to use mathematical vocabulary. Children used the blocks to build towers that are smaller than their body, larger than their body, and the same size as their body. They also built two towers of the same size.
“I wonder which is heavier, the stack of six blocks or two of these long blocks? Are they the same? They are? We can say the blocks are equal in weight.” Using real objects help children understand measurement concepts.
Here I go once more, rambling about the benefits we reap in the block area, during pickup time. If it wasn’t so innocent and deep, I would swear they were manipulating me. Give the gift of time. Toss out the clock, and let the investigations continue. Let the play buzz fill their little brain with a strong math foundation through play.
Before naps, I will bring out the book by Steve Jenkins, Biggest, Strongest, Fastest. This book describes animals that are the heaviest, strongest and tallest. It introduces the concept that determining which animal is the biggest depends on how you define big. We also love the math books, How Many and Which One Doesn’t Belong by Christopher Danielson. These great books help my group understand there are many different measurable attributes to consider when we say something is bigger or heavier.
This tape measure was easy for the children to use. It was small and fit in the palm of their hands. It could be pulled out without snapping back unless the children pushed in on a button on the side and then slid back slowly rather than snapping back quickly. We have a few different types of tape measurers in our toolbox, and they love them all. Children love exploring with tools. The exploration, cooperation and investigation on this morning was an educator’s dream!
As the children measure every object in sight, I find opportunities to introduce new understanding and vocabulary. I often refer to this as throwing seeds in the wind. Some may land, and sprout. Some may fly in one ear and out the other. I throw them anyway. I observe their play and wait to see when they may be ready for added information to extend their level of play to a higher understanding.
We talk about the word inch. We count the numbers on the tape. Vocabulary words are flying through the air as they play. Words such as longer, shorter, taller, smaller, bigger, and wider. I see cooperation and experimentation between friends.
The good news is that 2014 math scores are up slightly from 2013. The bad news is that reading scores are down slightly from the same time period. Although the Tribune received these scores from sources other than the Illinois State Board of Education, they are confident that they are accurate and ISBE will release the statewide scores after they meet to discuss them.
Hmmmm- so what does this mean? For this blogger, it probably doesn’t add up to a whole lot of anything. For one, it is impossible to tease out any useful information from one year’s data set, especially one that is trying to compare apples with oranges. In 2013, only a percentage of the test questions came from the Common Core whereas all were changed in 2014. This is not to mention that last spring was the LAST year students in the state will take the ISATs. They are done. The state has removed them in order to make room for another set of standardized tests.
I have a colleague who always says, “If you focus on something, it will change.” Is our focus on math in the state of Illinois responsible for this upturn? Does the focus on math shift learning away from reading? What does this mean for children who are in the middle of their school years? Are they at a disadvantage when all of these changes are taking place all around them? Are parents able to navigate understanding all of these requirements and new tests?
The more important question that we should all be asking is, “What does this say about learning and (if we have to have them) how can all of these tests create a framework to better understand the learning process in order to better serve ALL children?”
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